Titles
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A collaborative framework for role-based credentialing syste...A Study of Modern Architectural Education: Connections to Ba...Archives as Pedagogical ToolsAttacking the State-Planned System from the Periphery: Pedag...Biophlic Net-Positive Architecture: An Integrated Design Stu...Cardboard architecture: a multidisciplinary response to Covi...Citizen Literacy: Designing Digital Infrastructures to Suppo...Combining methodologies: teaching complexity to improve stud...Concepts of Space, Landscape and Place in Methodology of Arc...Design-Research project: "Cosmopolitan Habitat". Urban Narra...Designing for Biodiversity in the Future City: Pedagogy and ...Disabled expertise in studio teaching – a candidate approa...‘Doing gender’ on a creative course: an auto-ethnographi...Doubt as TruthDrawing Out: Architectural Research and Education based on L...Educating for a Democratic Practice of ArchitectureEducation of Architecture as a Civilian Act of Producing Kno...Evolution of the culture of learning spaces; towards inclusi...Flipped Classrooms to Flipped Colleges: Transitioning Facult...How does the participation of fifth-grade teachers in profes...It’s Elemental: Working Water into The Rising StudioKeynote with Q&ALand.Arch.Infra: Synergies between teaching and researchLaunching Into Life After College: Imagining What we Don’t...‘Lockdown learning’: Belonging beyond the built environm...M[ ]VE: Transgressive TacticsMaking It Work: How architectural attributes impact the prod...MIES'S UNIVERSAL SPACE: IIT as a laboratory of Ideas.Mixed Reality Design-Production Research Through Cooperative...MSA Catalysts: Advanced Peer Learning through Vertical Group...Mud as a Construction Material in Rural Dwellings: Study of ...My room – A Covid 19 school tale of creating a visual stor...Pedagogic atmospheres: What could architectural practice lea...Pedagogical and epistemological dialogues in teaching archit...Post-Disciplinary Futures: For the Best Way to Predict the F...Regenerating under-populated areas through participatory arc...Retooling the Classroom: Pedagogies of Making in the History...Safe Rehearsal Space: A Hospitable Classroom EnvironmentSolving a Problem-Based Project: CET Senior Capstone Expands...Student Course Attrition and Perceptions of Engagement in re...Study Abroad Teaching: London Architecture and UrbanismTALKING, DRAWING AND REALIZING TOGETHER: Identifying element...Teaching Building Information Modelling using Virtual Buildi...Test title for AdeyemiTest title for MonacoTest title for PorterThe Bauhaus School Building as Teaching Agent: An Experiment...THE EXPANDING MULTI-VERSE: Adapting to a new culture of lear...THE NEW PARADIGM OF TEACHING DESIGN: A reflection about inno...The Shrewsbury Test: Mapping Live Impact and Vertical Varian...The Use of Exploratory Geographic Fieldwork Techniques in th...The Use of Project Management in Art@NAC: How the integratio...Three Paths Through the Forest: An Exploration of the Teachi...Transitioning a design heavy TBL module to online delivery i...Use Film as Research Method for Students!Virtual Reality in Design, A new studio environmentVisions of the Past: The Graphic Design Student as HistorianWalk In Progress: Walking as an experimental method within e...Welcome and introduction What has one eye, one horn, Flies and Eats purple people?
Schedule

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Use Film as Research Method for Students!
Three Paths Through the Forest: An Exploration of the Teaching-Research Nexus.
C. Smith
3:30 pm - 5:00 pm

Abstract

There are varied and sometimes conflicting views of the relationship between teaching and research in higher education, and whether it has a positive, neutral or detrimental impact on the quality of students’ learning experiences. This frequently manifests in a complex and oftentimes contentious dialogue between them. This presentation explores three dimensions of the teaching-research nexus: research informed teaching, research through teaching, and research of teaching, and questions how they can best effect positive contributions to learning. Both research and teaching revolve around learning, by students and teachers, and the presentation critically reflects on research projects within each interpretation. In research informed teaching, research contributes to the curriculum – even if conducted independently – ensuring that student learning embodies recent developments in its field and is at the forefront of knowledge.  This is the most conventional interpretation of the nexus. However, it can result in a one-way path between research and teaching, thereby limiting students’ agency within the process. Robinson describes research as the systematic enquiry for new knowledge, and questions why creativity – the process of having original ideas that have value – is often not considered to be research in an academic sense. Research through teaching places students’ work at the core of discipline-specific research, so that teaching becomes the catalyst for co-producing work by students and teachers. Students’ projects become embedded within wider contexts of real-world problems, grounding their work outside of the academy. Whilst pedagogic research has gained considerable traction over the recent past, it is argued here that research in the methods and practices of learning and teaching can be perceived as having lesser significance than disciple-specific  research.

Biography

Dr Smith is Reader in Creative Pedagogies at Liverpool John Moores University’s School of Art and Design. His research interests focus on learning and teaching within creative programmes, and in particular on assessment and feedback, and the student experience. He has published numerous pedagogic research projects, including: formative feedback methods in creative programmes, student-directed learning, problem-based learning in creative curricula, students’ critique of the design crit, and student retention and the early student experience.